2. The equivalent of English 6, in Swedish secondary school
No main field.
The aim of the course is for the student to deepen her/his understanding of criticality, critical thinking and critical approaches within the context of teaching in higher education.
The course provides an introduction to the concept of criticality. During the course, the question of what it means to be critical is discussed, as well as how students can be introduced to a critical approach. Among other things, it deals with:
• The objectives and goals of higher education
• Critical approach in theory and practice
• The introduction and practice of critical thinking
• Learning as a research process
• Progression in critical thinking
• Translating critical thinking into speech and text
• Assessment of critical approaches
Upon completion of the course, the student shall be able to
1. discuss a few fundamentally different forms of critical approach
2. reflect on the prerequisites for ensuring that teaching supports the development of students' opportunities to exercise critical thinking and action
3. plan and critically discuss an education element intended to stimulate the development of the students' critical approaches
4. reflect on her/his own critical approaches in relation to her/his own academic teaching role
5. identify her/his own need for additional competencies in order to further her/his professional development as a teacher working in higher education
The working methods are developed on the basis of the aim and learning outcomes of the course , in collaboration between students and teachers. These include seminars interspersed with lectures, group work and individual presentations using various forms of media. Throughout the course, students are required to give each other feedback. The course is flexible, and web-based components can be interspersed with campus-based ones.
The learning outcomes of the course are examined through two written examinations, an essay and a plan for a learning activity.
Alternative forms of assessment may take place in consultation with the examiner.
The grading criteria for the course are presented by the course leader at the start of the course.
The basis for all assessments must be of such a nature that individual performance can be distinguished.
Course literature and other study material
Brookfield, Stephen (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. New Jersey: John Wiley & Sons. (280 pages)
hooks, bell (2010). Critical thinking Teaching Critical Thinking: Practical Wisdom New York: Routledge, p. 1-188
Pease, Bob (2021). Undoing Privilege Unearned Advantages in a Divided World. London: Zed Books, p. 3-35
Shor, Ira (1999). What is Critical Literacy? Journal for Pedagogy, Pluralism & Practice 1:4 (35 pages)
Articles and other materials may be added; max 200 pages. Other additional literature may also be added
Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).
If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.
If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.